Academic Achievement and Memory Differences Among Specific Learning Disabilities Subtypes
DOI:
https://doi.org/10.18666/LDMJ-2014-V20-I1-5150Keywords:
learning disabilities, memory, academic achievement, neuropsychologyAbstract
Reading, writing, and math are academic skills involving a number of different executive functions, particularly working memory. Children with specific learning disabilities (SLD) may present myriad academic difficulties, depending on their specific area(s) of processing weakness. This study examined differences in academic achievement and working memory across different subtypes of SLD. Participants included 283 children (194 males, 89 females; M = 9.58; SD = 2.29.
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